Research On Chemistry Teaching To Promote The Development Of Students’ Science Identity

The cultivation of students’ scientific literacy is an important goal of middle school science curriculum.As an important evaluation dimension of scientific literacy,science identity not only plays a very important role for students to keep up with the pace of The Times in the society with the rapid development of science and technology,and have a profound understanding of the significant contribution made by science and technology to social development and life needs,but also has a bearing on students’ long-term belief in science learning and future scientific career inclination.Chemistry,as an important member of the scientific subjects that high school students are exposed to,is a basic subject closely related to economic development and social civilization.Therefore,high quality chemistry teaching is undoubtedly one of the important ways to cultivate students’ science identity and improve students’ scientific literacy.The research work of this thesis is mainly divided into three parts: the investigation of the status quo of middle school students’ science identity;Discussion on Chemistry teaching theory to promote the development of students’ science identity;Chemistry teaching practice to promote the development of students’ science identity.In the part of current investigation,a total of 560 students from four high schools and four primary schools in Shandong Province are selected.The analysis results show that the overall development of middle school students’ science identity is good,but the scores of science learning ability,science career interest and science recognition are all lower than the overall average score,and the development of these two dimensions needs to be improved.There are significant differences in the development of science identity among students of different genders.The development of science identity of boys is far better than that of girls.Participation in science and technology activities,parents’ occupation and the degree of scientific occupation inclination significantly affect the development of students’ science identity.Then combined with the existing literature on science identity research and the results of current investigation,the teaching value of promoting the development of students’ science identity was analyzed and the teaching idea was established,that is,the introduction of real situations.Introducing careers in science;Constructing science identity;Carry out scientific practice activities;Build a scientific exchange platform;Assign open practice assignments.According to each dimension of science identity,the strategies of chemistry teaching to promote the development of science identity of middle school students are put forward: developing student-led scientific practice activities to improve the ability of scientific learning;Create science identity into vocational education,cultivate scientific vocational interest;Constructing discourse identity,stimulating interest and performance in science classroom;Multiple evaluation of science identity and construction of scientific recognition;To establish chemistry learning in informal environment and exert the positive influence of intermediary system.According to the above teaching conception,chemistry teaching cases in classroom environment and informal environment are designed.Finally,the section "Ferric Salt and ferric salt",a compulsory course of Luke Edition,is selected for chemistry teaching practice.The post-test is carried out with the Questionnaire of science identity Measurement for Middle School Students,and the students are interviewed after class to further analyze the development situation.Through analysis,it is found that the chemistry teaching strategy proposed in this paper can effectively promote the development of students’ science identity,in which students’ scientific career interest and scientific recognition dimension are significantly improved.Through interviews,it is found that students not only like the chemistry class guided by this teaching strategy,but also can apply the knowledge learned in class to practice and improve the self-efficacy of chemistry learning.And expressed a desire to choose a career in science in the future.The development of students’ science identity is a gradual process.At the end of the paper,the problems existing in the research process are reflected and summarized,hoping to integrate the concept of developing science identity into the chemistry teaching practice and cultivate students’ science identity by combining various forces.